Search

Kulturna dediščina velja kot skupna presečna množica t. i. dediščinskih ustanov, knjižnic, arhivov in muzejev (KAM). Tematika povezovanja teh ustanov je v tujini že dolgo aktualna tema, ki jo spodbujajo različne družbene spremembe, pa tudi upravno-finančne tendence in odločitve kulturnih politik. V zadnjih desetih letih so razprave postale bolj kontinuirane in fokusirane, delno zaradi vzpostavitve nekaterih vladnih mehanizmov financiranja in upravljanja virov kulturne dediščine v ZDA, Veliki Britaniji in Avstraliji, ki so sodelovanja KAM pomembno spodbudili. V Sloveniji medinstitucionalnih povezav na to temo nimamo, vsaka od KAM ustanov je zamejena v svoje lastne ločene okvire, kar ilustrira že bežen pregled osnovne zakonodaje, ki ureja vsako posamezno področje. Kljub temu pa že hiter pregled vizij razvoja oz. aspiracij posameznih KAM disciplin kaže, da vse tri odražajo podobne težnje, s katerimi se odzivajo na potrebe družbe, kakor jih zaznavajo, v ospredje stopa njihovo zavedanje pomena za skupnost, kakor morda tudi strah, da ne bi posamezne od KAM ustanov svoje vloge v družbi začele izgubljati. Namreč podobne vizije razvoja, kot si jih zadajajo muzealci, zasledimo tudi v aktualnih teoretičnih načelih splošnih knjižnic, ki svoj fokus vse bolj usmerjajo na uporabnika oz. dobrobit lokalne skupnosti, kar odraža program proaktivne knjižnice v lokalnem okolju, o uporabniškem vidiku delovanja razmišljajo tudi arhivi. Kulturna dediščina se kaže kot eno od orodij za reševanje trenutne družbene situacije, muzeji kot temeljne dediščinske ustanove (enako lahko rečemo tudi za knjižnice in arhive) pa sprejemajo vlogo družbenih katalizatorjev, ki družbo oblikujejo in jo demokratizirajo. Kljub vse bolj podobnim ciljem pa slovenske KAM institucije ostajajo še povsem zamejene v lastne ločene »silose«, ki jih v tujini pod različnimi vplivi in na različnih nivojih že presegajo in to v dovolj raznolikih razponih, da je v teoretičnih razpravah nastala potreba po tehtnejšem razločevanju kolaboracijskih procesov. S pomočjo teoretičnega modela sodelovalnega kontinuuma je omogočeno natančnejše razločevanje med mnogimi disparatnimi vidiki sodelovanja (od kontakta, preko kooperacije, koordinacije, kolaboracije, do konvergence), saj je termin sodelovanje pogosto uporabljen na preveč ohlapen in nekonsistenten način. V disertaciji smo podali pregled izbranih tujih virov in zaznali dva poglavitna tokova KAM povezovanj, ki smo ju poimenovali anglosaksonski in evropski pojmovni okvir ter izpostavili njune poglavitne značilnosti. Intenzivno združevanje KAM na način medinstitucionalnega zlitja v tistih okoljih v tujini, kjer so se za takšne prakse odločili na nivoju kulturnih politik, nima nujno izključno dobrih učinkov, temveč lahko celo vodi v okrnitev katere od strokovnih disciplin ali v osiromašenje katere od posameznih komponent njihovega delovanja. Iz teh ugotovitev izhaja, da je potrebno ohraniti samostojna jedra posameznih disciplin, ki pa se v določenih posameznih segmentih svojega delovanja in organizacije lahko konsenzualno medsebojno povezujejo ali celo povsem poenotijo, bodisi da bi si zmanjšale stroške, optimizirale kadrovske vire ali enostavno ponudile boljšo storitev. Dobrodejni učinki integracije se lahko skrivajo v plasti dodane vrednosti, ki deluje harmonično z obstoječimi funkcijami, npr. integrirana razstavna dejavnost, integriran digitalni repozitorij, integrirane storitvene točke, vendar naj globlje organizacijske plasti obdržijo obstoječi format zbirke in institucionalno integriteto. V nadaljevanju smo podali pregled KAM sodelovanj v slovenski strokovni literaturi ter ga osvetlili z različnih vidikov, ki smo jih zaznali. Izpostavili smo vidik upravljanja zbirk, vidik digitalizacije ter splošni vidik, osvetlili zakonodajo, relevantno za dediščinske ustanove, ter uvedli razmislek o ustanovah KAM v javni sferi. Kot teoretični okvir smo vpeljali model organizacijskega učenja. Znotraj takšnega teoretičnega okvirja se KAM kažejo kot potencialni partnerji znotraj širšega omrežja dediščinskih institucij, ki si lahko izmenjujejo znanja in izkušnje s pomočjo visoke absorbcijske sposobnosti podobnih dediščinskih temeljnih znanj, vendar različnih specializacij vsake posamezne discipline, in s skupnim sistemskim mišljenjem ter podpiranjem pri dinamičnem prilagajanju kompetenc glede na spremembe družbenih okoliščin, ki na vse partnerje v omrežju relativno podobno učinkujejo. Pri vzpostavljanju teoretskega okvirja nas je zanimal predvsem družbeni in organizacijski vidik KAM kot javnega prostora, ne pa informacijski vidik. Čeprav digitalne tehnologije v marsičem olajšujejo dostop do sodelovanja, obenem tudi zameglijo jasen pregled, kako KAM ustanove konstruirajo in ustvarjajo konvergence znotraj fizičnega dediščinskega okolja. Sledili smo priporočilu, da niso tehnološki sistemi tisti, ki ustvarjajo konvergence, temveč ljudje, ki konvergirajo svoje miselne sisteme in posledično organizacijske vrednote. Skladno s to predpostavko smo v okviru različnih študij primera ustreznih KAM entitet in s pomočjo intervjujev kompetentnih KAM strokovnjakov raziskovali potencialne možnosti sodelovanj KAM v Sloveniji. Pri oblikovanju raziskovalnih vprašanj smo izhajali iz predpostavke, da KAM na načelni ravni prepoznavajo potrebnost ali celo nujnost večjega medsebojnega sodelovanja zlasti na področju kulturne dediščine, kar bi v Sloveniji pomenilo preseganje dosedanjih okvirov, kakor jih zastavlja zakonodaja. Izhajajoč iz temeljnega raziskovalnega problema smo oblikovali dve ključni raziskovalni vprašanji, eno ustreza spoznavno-teoretskemu vidiku disertacije, drugo pa aplikativnemu: analizirati obstoječe stanje sodelovanja KAM ustanov v Sloveniji na področju kulturne dediščine glede na teoretsko že opredeljeni petfazni sodelovalni kontinuum ter ugotoviti, katere so potencialno najbolj primerne možnosti oziroma oblike sodelovanja KAM v Sloveniji na področju kulturne dediščine. Raziskovalno delo smo natančneje opredelili z razčlenjujočimi vprašanji, ki podpirajo prvi dve s prispevanjem specifičnih, delnih odgovorov. Opredeliti, kakšne so potencialne koristi in potencialne pomanjkljivosti sodelovanja KAM na področju kulturne dediščine glede na specifičnosti slovenskega okolja, kako izkoristiti raznolikost potencialov, ko se pri sodelovanju na področju kulturne dediščine srečujejo multidisciplinarna znanja strokovnjakov KAM ustanov, kje vodstva izbranih ustanov vidijo razvojne možnosti konvergirane KAM ter v kolikšni meri so se knjižnice, arhivi in muzeji pripravljeni učiti drug od drugega. Izvedli smo raziskavo, h kateri so bila v prvem delu, od januarja do aprila 2022, povabljena vodstva vseh treh vrst ustanov, potekala pa je v obliki polstrukturiranega poglobljenega intervjuja. Teoretično smo raziskavo umestili v širši sociološki model javne sfere, ki omogoča razumevanje sprememb ali odpora do sprememb KAM kot javnega prostora, in ožje v teorijo organizacijskega učenja predvsem z vidika učenja med organizacijami na način absorbcijske sposobnosti ter sistemskega mišljenja, ter jo opremili s tipologijo stopenj sodelovanja na lestvici kolaboracijskega kontinuuma. Raziskave se je udeležilo 19 od 26 povabljenih oseb. V drugem delu smo izvedli študijo primera vsake od treh ustanov, Mestne knjižnice Ljubljana, Slovenskega šolskega muzeja in Zgodovinskega arhiva Ljubljana. Poudarek raziskave je bil na pregledu sodelovalnih praks med ustanovami v zadnjih petnajstih letih. Intervjuvanci imajo večinoma pozitivno mnenje o sodelovanju lastne ustanove z ostalima dvema disciplinama in izpostavljajo pozitivne učinke tovrstnih sodelovanj tudi v bodoče. Raziskava pokaže, da sodelovanja KAM potekajo na relativno površinski ravni in ostajajo na začetnih stopnjah sodelovalnega kontinuuma. Skozi pogovore in raziskavo se izpostavljajo določene sistemske in konkretne ovire ter še neizkoriščene priložnosti predvsem na področju formalnega in neformalnega organizacijskega učenja in predlogov sistemskih spodbud odločevalcev. Raziskava predstavlja začetni impulz v relativno novi raziskovalni temi, ki posledično odpira številna nova vprašanja vsaj na področju izobraževanja kadrov, digitalnih vsebin in obdelave gradiv, česar se v pričujoči raziskavi ne lotevamo. V našem okolju je možnost KAM sodelovanj še relativno neznana, niti ni naklonjenosti vladnih politik v obliki morebitnih spodbud, denimo za povezovalne projekte, ki bi iniciativam poglobljene dediščinske dejavnosti na nivoju skupne KAM omogočala pridobitev dodatnih sredstev ali nudila drugo ustrezno obliko podpore. S pričujočo disertacijo želimo nasloviti ugotovljeno vrzel med slovensko (sicer še v povojih) prakso in tujo teorijo in prakso KAM sodelovanj, pri čemer se nam kot torišče oz. presečna množica knjižnic, arhivov in muzejev kaže zlasti koncept kulturne dediščine kot ključni povezovalni element, ki tvori koncept t. i. dediščinskih institucij. Sicer pa gre za raziskovalno ambicijo, ki se giblje na področju več plasti znotraj vsake institucije in jo označuje multidisciplinarnost ne le med tremi KAM entitetami, temveč tudi širše, med različnimi vedami. Ne predlagamo izgube samostojnosti katerekoli od KAM ustanov v Sloveniji, nekatera strokovna področja so si samostojnost celo relativno nedavno priborila, v zakonodajnem in organizacijskem okviru, ki smo ga v Sloveniji izgradili, tak pristop ne bi obrodil pozitivnih rezultatov. Smiselni pa so razmisleki o drugih možnostih, ki se znotraj že omenjenega sodelovalnega kontinuuma še odpirajo, saj lahko ugotovimo, da sta soroden značaj KAM in vsem trem skupna presečna množica zbiranja, ohranjanja in posredovanja kulturne dediščine že sama po sebi privedla do marsikaterih spontanih povezav in sodelovanj. Cultural heritage is seen as the shared intersection of heritage institutions, libraries, archives and museums (LAM). The theme of linking these institutions has long been a hot topic abroad, driven by various social changes, as well as by administrative and financial trends and cultural policy decisions. In the last ten years, discussions have become more continuous and focused, partly due to the establishment of some government mechanisms for financing and managing cultural heritage resources in the USA, Great Britain and Australia, which have significantly stimulated LAM cooperation. In Slovenia, we have no such inter-institutional connections, as each of the LAM institutions is restricted to its own separate frameworks, which is illustrated by a cursory review of the basic legislation governing each individual area. Nevertheless, a quick review of the ideas of development or the aspirations of individual LAM disciplines shows that all three reflect similar tendencies with which they respond to the perceived needs of society. Their awareness of the importance for the community comes to the forefront, as well as perhaps the fear that individual LAMs would not establish their role in society. Similar visions of development, as set by museologists, can also be found in the current theoretical principles of public libraries, which are increasingly focusing on the user and the well-being of the local community, which reflects the proactive library program in the local environment. Archives are also increasingly considering the user aspect of operating. Cultural heritage functions as one of the tools for solving the current social situation, and museums as fundamental heritage institutions (the same can be said for libraries and archives) are largely holding the role of social catalysts that shape society and democratize it. Despite increasingly similar goals, domestic LAM institutions remain completely confined to their own separate "silos", which are already being surpassed abroad under various influences and at different levels, and this in sufficiently diverse ranges that the need for a more weighty distinction between collaborative processes has arisen in theoretical discussions. With the help of the theoretical model of the cooperative continuum, a more precise distinction between many disparate aspects of cooperation (from contact, through cooperation, coordination, collaboration to convergence) is possible, since the term »cooperation« is often used in an overly vague and inconsistent way. In this dissertation, we provided an overview of selected foreign sources and identified two main models of LAM connections, which we called the Anglo-Saxon and the European concept, and highlighted their main characteristics. The intensive merging of LAM in the manner of inter-institutional fusion in those environments abroad, where such practices have been determined at the level of cultural policies, does not necessarily have exclusively positive effects, in fact it can even lead to the curtailment of one of the professional disciplines or the impoverishment of one of the individual components of their operation. It follows from these findings that it is necessary to preserve the independent cores of individual disciplines, but in certain individual segments of their operation and organization they can consensually connect with each other or even completely unify, either in order to reduce costs, optimize personnel resources or simply offer a better service. The beneficial effects of integration can be hidden in a layer of added value that works harmoniously with existing functions, such as integrated exhibition activity, integrated digital repository and integrated service points. However, the deeper organizational layers should ideally still retain the existing collection format and institutional integrity. In the following, we gave an overview of LAM collaborations in domestic professional literature and illuminated it from several various aspects that we perceived. We highlighted the aspect of collection management, the aspect of digitization and the general aspect, we shed light on the legislation, relevant to heritage institutions, and introduced a reflection on LAM institutions in the public sphere. We introduced the organizational learning model as a theoretical framework. Within such a theoretical framework, LAMs appear as potential partners within a wider network of heritage institutions. A such they can which can exchange knowledge and experience with the help of a high absorption capacity of similar fundamental heritage knowledge, however with different specializations of each individual discipline. They also achieve this with common systemic thinking and support in dynamic competence adaptation in regards to the changes in social circumstances that have a relatively similar effect on all partners in the network. When establishing the theoretical framework, we were primarily interested in the social and organizational aspect of LAM as a public space, but not the informational aspect. Although digital technologies in many ways facilitate access to participation, they also obscure a clear overview of how LAM institutions construct and create convergences within the physical heritage environment. We followed the recommendation that it is not the technological systems that create convergences, but rather the people who converge their thinking systems and consequently organizational values. In accordance with this assumption, within the framework of various case studies of relevant LAM entities and with the help of semi-structured in-depth interviews of competent LAM experts, we explored the potential possibilities of LAM cooperation in Slovenia. When formulating the research questions, we started from the assumption that LAMs recognize the benefit or even the necessity of greater mutual cooperation, especially in the field of cultural heritage, which in Slovenia would mean going beyond the existing frameworks as set by the legislation. Starting from the fundamental research problem, we formulated two key research questions, one corresponding to the cognitive-theoretical aspect of the dissertation, and the other to the applicative one: to analyze the current state of cooperation of LAM institutions in Slovenia in the field of cultural heritage according to the theoretically defined five-phase collaborative continuum, and to determine which are potentially the most suitable possibilities or forms of cooperation of LAM in Slovenia in the field of cultural heritage. We further defined the research work with discursive questions that support the first two questions by contributing specific, partial answers. To determine what are the potential benefits and potential disadvantages of the LAM cooperation in the field of cultural heritage in relation to the specificities of the Slovenian environment, how to take advantage of the diversity of potentials when the multidisciplinary knowledge of the experts of the LAM institutions meets in cooperation in the field of cultural heritage, where the managements of the selected institutions see the development possibilities of the converged LAM and to what extent libraries, archives and museums are willing to learn from each other. A survey was carried out, in which the management of all three types of institutions from January to April 2022 where invited to take part in the form of a semi-structured in-depth interview. Theoretically, the survey was situated within a broader sociological model of the public sphere that allows for understanding change or resistance to change in libraries, archives and museums as public spaces, and more narrowly within the theory of organisational learning, especially in terms of learning between organisations in the manner of absorptive capacity and systems thinking, and equipped with a typology of levels of collaboration on the scale of a collaborative continuum. Of the 26 invited, 19 persons took part in the survey. In the second phase, we conducted a case study of each of the three institutions, the Ljubljana City Library, the Slovenian School Museum and the Ljubljana Historical Archive. The focus of the research was on the review of collaborative practices between institutions over the past fifteen years. The interviewees were mostly positive about their own institution's collaboration with the other two disciplines and highlighted the positive effects of such collaborations in the future. The survey showed that cooperation between libraries, archives and museums is relatively superficial and remains at the early stages of the cooperation continuum. Through the interviews and research, certain systemic and concrete barriers and untapped opportunities were highlighted, especially in the field of formal and informal organizational learning and proposals for systemic incentives for decision-makers. The survey represents an initial impulse into a relatively new research topic, which consequently raises a number of new questions, at least in the field of staff training, digital content and materials processing, which are not addressed in the present study. The possibility of collaboration between libraries, archives and museums is still relatively unknown in Slovenia, and there is no government policy support in the form of possible incentives for e.g. networking projects, which would enable initiatives for in-depth heritage activities at the level of shared libraries, archives and museums to obtain additional funding or offer other appropriate forms of support. With this dissertation, we want to address the identified gap between domestic (albeit still in its infancy) practice and foreign theory and practice of LAM collaborations. The cross-sectional multitude of libraries, archives and museums shows, in particular, the concept of cultural heritage as a key unifying element that forms the concept of the so-called heritage institutions. Otherwise, it is a research ambition that moves through several layers within each institution and is characterized by multidisciplinarity - not only between the three LAM entities, but also more broadly, between different sciences. In Slovenian cultural space, we do not propose the loss of independence of any of the LAM institutions, as some professional areas have even gained independence relatively recently. In the legislative and organizational framework that we have built in Slovenia, such an approach would not yield positive results. However, it makes sense to reflect on other possibilities that are still open within the aforementioned collaborative continuum, as we can conclude that the related character of LAM and the cross-sectional set of collection, preservation and transmission of cultural heritage, common to all three, has in itself led to many spontaneous connections and collaborations.

Kulturna dediščina velja kot skupna presečna množica t. i. dediščinskih ustanov, knjižnic, arhivov in muzejev (KAM). Tematika povezovanja teh ustanov je v tujini že dolgo aktualna tema, ki jo spodbujajo različne družbene spremembe, pa tudi upravno-finančne tendence in odločitve kulturnih politik. V zadnjih desetih letih so razprave postale bolj kontinuirane in fokusirane, delno zaradi vzpostavitve nekaterih vladnih mehanizmov financiranja in upravljanja virov kulturne dediščine v ZDA, Veliki Britaniji in Avstraliji, ki so sodelovanja KAM pomembno spodbudili. V Sloveniji medinstitucionalnih povezav na to temo nimamo, vsaka od KAM ustanov je zamejena v svoje lastne ločene okvire, kar ilustrira že bežen pregled osnovne zakonodaje, ki ureja vsako posamezno področje. Kljub temu pa že hiter pregled vizij razvoja oz. aspiracij posameznih KAM disciplin kaže, da vse tri odražajo podobne težnje, s katerimi se odzivajo na potrebe družbe, kakor jih zaznavajo, v ospredje stopa njihovo zavedanje pomena za skupnost, kakor morda tudi strah, da ne bi posamezne od KAM ustanov svoje vloge v družbi začele izgubljati. Namreč podobne vizije razvoja, kot si jih zadajajo muzealci, zasledimo tudi v aktualnih teoretičnih načelih splošnih knjižnic, ki svoj fokus vse bolj usmerjajo na uporabnika oz. dobrobit lokalne skupnosti, kar odraža program proaktivne knjižnice v lokalnem okolju, o uporabniškem vidiku delovanja razmišljajo tudi arhivi. Kulturna dediščina se kaže kot eno od orodij za reševanje trenutne družbene situacije, muzeji kot temeljne dediščinske ustanove (enako lahko rečemo tudi za knjižnice in arhive) pa sprejemajo vlogo družbenih katalizatorjev, ki družbo oblikujejo in jo demokratizirajo. Kljub vse bolj podobnim ciljem pa slovenske KAM institucije ostajajo še povsem zamejene v lastne ločene »silose«, ki jih v tujini pod različnimi vplivi in na različnih nivojih že presegajo in to v dovolj raznolikih razponih, da je v teoretičnih razpravah nastala potreba po tehtnejšem razločevanju kolaboracijskih procesov. S pomočjo teoretičnega modela sodelovalnega kontinuuma je omogočeno natančnejše razločevanje med mnogimi disparatnimi vidiki sodelovanja (od kontakta, preko kooperacije, koordinacije, kolaboracije, do konvergence), saj je termin sodelovanje pogosto uporabljen na preveč ohlapen in nekonsistenten način. V disertaciji smo podali pregled izbranih tujih virov in zaznali dva poglavitna tokova KAM povezovanj, ki smo ju poimenovali anglosaksonski in evropski pojmovni okvir ter izpostavili njune poglavitne značilnosti. Intenzivno združevanje KAM na način medinstitucionalnega zlitja v tistih okoljih v tujini, kjer so se za takšne prakse odločili na nivoju kulturnih politik, nima nujno izključno dobrih učinkov, temveč lahko celo vodi v okrnitev katere od strokovnih disciplin ali v osiromašenje katere od posameznih komponent njihovega delovanja. Iz teh ugotovitev izhaja, da je potrebno ohraniti samostojna jedra posameznih disciplin, ki pa se v določenih posameznih segmentih svojega delovanja in organizacije lahko konsenzualno medsebojno povezujejo ali celo povsem poenotijo, bodisi da bi si zmanjšale stroške, optimizirale kadrovske vire ali enostavno ponudile boljšo storitev. Dobrodejni učinki integracije se lahko skrivajo v plasti dodane vrednosti, ki deluje harmonično z obstoječimi funkcijami, npr. integrirana razstavna dejavnost, integriran digitalni repozitorij, integrirane storitvene točke, vendar naj globlje organizacijske plasti obdržijo obstoječi format zbirke in institucionalno integriteto. V nadaljevanju smo podali pregled KAM sodelovanj v slovenski strokovni literaturi ter ga osvetlili z različnih vidikov, ki smo jih zaznali. Izpostavili smo vidik upravljanja zbirk, vidik digitalizacije ter splošni vidik, osvetlili zakonodajo, relevantno za dediščinske ustanove, ter uvedli razmislek o ustanovah KAM v javni sferi. Kot teoretični okvir smo vpeljali model organizacijskega učenja. Znotraj takšnega teoretičnega okvirja se KAM kažejo kot potencialni partnerji znotraj širšega omrežja dediščinskih institucij, ki si lahko izmenjujejo znanja in izkušnje s pomočjo visoke absorbcijske sposobnosti podobnih dediščinskih temeljnih znanj, vendar različnih specializacij vsake posamezne discipline, in s skupnim sistemskim mišljenjem ter podpiranjem pri dinamičnem prilagajanju kompetenc glede na spremembe družbenih okoliščin, ki na vse partnerje v omrežju relativno podobno učinkujejo. Pri vzpostavljanju teoretskega okvirja nas je zanimal predvsem družbeni in organizacijski vidik KAM kot javnega prostora, ne pa informacijski vidik. Čeprav digitalne tehnologije v marsičem olajšujejo dostop do sodelovanja, obenem tudi zameglijo jasen pregled, kako KAM ustanove konstruirajo in ustvarjajo konvergence znotraj fizičnega dediščinskega okolja. Sledili smo priporočilu, da niso tehnološki sistemi tisti, ki ustvarjajo konvergence, temveč ljudje, ki konvergirajo svoje miselne sisteme in posledično organizacijske vrednote. Skladno s to predpostavko smo v okviru različnih študij primera ustreznih KAM entitet in s pomočjo intervjujev kompetentnih KAM strokovnjakov raziskovali potencialne možnosti sodelovanj KAM v Sloveniji. Pri oblikovanju raziskovalnih vprašanj smo izhajali iz predpostavke, da KAM na načelni ravni prepoznavajo potrebnost ali celo nujnost večjega medsebojnega sodelovanja zlasti na področju kulturne dediščine, kar bi v Sloveniji pomenilo preseganje dosedanjih okvirov, kakor jih zastavlja zakonodaja. Izhajajoč iz temeljnega raziskovalnega problema smo oblikovali dve ključni raziskovalni vprašanji, eno ustreza spoznavno-teoretskemu vidiku disertacije, drugo pa aplikativnemu: analizirati obstoječe stanje sodelovanja KAM ustanov v Sloveniji na področju kulturne dediščine glede na teoretsko že opredeljeni petfazni sodelovalni kontinuum ter ugotoviti, katere so potencialno najbolj primerne možnosti oziroma oblike sodelovanja KAM v Sloveniji na področju kulturne dediščine. Raziskovalno delo smo natančneje opredelili z razčlenjujočimi vprašanji, ki podpirajo prvi dve s prispevanjem specifičnih, delnih odgovorov. Opredeliti, kakšne so potencialne koristi in potencialne pomanjkljivosti sodelovanja KAM na področju kulturne dediščine glede na specifičnosti slovenskega okolja, kako izkoristiti raznolikost potencialov, ko se pri sodelovanju na področju kulturne dediščine srečujejo multidisciplinarna znanja strokovnjakov KAM ustanov, kje vodstva izbranih ustanov vidijo razvojne možnosti konvergirane KAM ter v kolikšni meri so se knjižnice, arhivi in muzeji pripravljeni učiti drug od drugega. Izvedli smo raziskavo, h kateri so bila v prvem delu, od januarja do aprila 2022, povabljena vodstva vseh treh vrst ustanov, potekala pa je v obliki polstrukturiranega poglobljenega intervjuja. Teoretično smo raziskavo umestili v širši sociološki model javne sfere, ki omogoča razumevanje sprememb ali odpora do sprememb KAM kot javnega prostora, in ožje v teorijo organizacijskega učenja predvsem z vidika učenja med organizacijami na način absorbcijske sposobnosti ter sistemskega mišljenja, ter jo opremili s tipologijo stopenj sodelovanja na lestvici kolaboracijskega kontinuuma. Raziskave se je udeležilo 19 od 26 povabljenih oseb. V drugem delu smo izvedli študijo primera vsake od treh ustanov, Mestne knjižnice Ljubljana, Slovenskega šolskega muzeja in Zgodovinskega arhiva Ljubljana. Poudarek raziskave je bil na pregledu sodelovalnih praks med ustanovami v zadnjih petnajstih letih. Intervjuvanci imajo večinoma pozitivno mnenje o sodelovanju lastne ustanove z ostalima dvema disciplinama in izpostavljajo pozitivne učinke tovrstnih sodelovanj tudi v bodoče. Raziskava pokaže, da sodelovanja KAM potekajo na relativno površinski ravni in ostajajo na začetnih stopnjah sodelovalnega kontinuuma. Skozi pogovore in raziskavo se izpostavljajo določene sistemske in konkretne ovire ter še neizkoriščene priložnosti predvsem na področju formalnega in neformalnega organizacijskega učenja in predlogov sistemskih spodbud odločevalcev. Raziskava predstavlja začetni impulz v relativno novi raziskovalni temi, ki posledično odpira številna nova vprašanja vsaj na področju izobraževanja kadrov, digitalnih vsebin in obdelave gradiv, česar se v pričujoči raziskavi ne lotevamo. V našem okolju je možnost KAM sodelovanj še relativno neznana, niti ni naklonjenosti vladnih politik v obliki morebitnih spodbud, denimo za povezovalne projekte, ki bi iniciativam poglobljene dediščinske dejavnosti na nivoju skupne KAM omogočala pridobitev dodatnih sredstev ali nudila drugo ustrezno obliko podpore. S pričujočo disertacijo želimo nasloviti ugotovljeno vrzel med slovensko (sicer še v povojih) prakso in tujo teorijo in prakso KAM sodelovanj, pri čemer se nam kot torišče oz. presečna množica knjižnic, arhivov in muzejev kaže zlasti koncept kulturne dediščine kot ključni povezovalni element, ki tvori koncept t. i. dediščinskih institucij. Sicer pa gre za raziskovalno ambicijo, ki se giblje na področju več plasti znotraj vsake institucije in jo označuje multidisciplinarnost ne le med tremi KAM entitetami, temveč tudi širše, med različnimi vedami. Ne predlagamo izgube samostojnosti katerekoli od KAM ustanov v Sloveniji, nekatera strokovna področja so si samostojnost celo relativno nedavno priborila, v zakonodajnem in organizacijskem okviru, ki smo ga v Sloveniji izgradili, tak pristop ne bi obrodil pozitivnih rezultatov. Smiselni pa so razmisleki o drugih možnostih, ki se znotraj že omenjenega sodelovalnega kontinuuma še odpirajo, saj lahko ugotovimo, da sta soroden značaj KAM in vsem trem skupna presečna množica zbiranja, ohranjanja in posredovanja kulturne dediščine že sama po sebi privedla do marsikaterih spontanih povezav in sodelovanj. Cultural heritage is seen as the shared intersection of heritage institutions, libraries, archives and museums (LAM). The theme of linking these institutions has long been a hot topic abroad, driven by various social changes, as well as by administrative and financial trends and cultural policy decisions. In the last ten years, discussions have become more continuous and focused, partly due to the establishment of some government mechanisms for financing and managing cultural heritage resources in the USA, Great Britain and Australia, which have significantly stimulated LAM cooperation. In Slovenia, we have no such inter-institutional connections, as each of the LAM institutions is restricted to its own separate frameworks, which is illustrated by a cursory review of the basic legislation governing each individual area. Nevertheless, a quick review of the ideas of development or the aspirations of individual LAM disciplines shows that all three reflect similar tendencies with which they respond to the perceived needs of society. Their awareness of the importance for the community comes to the forefront, as well as perhaps the fear that individual LAMs would not establish their role in society. Similar visions of development, as set by museologists, can also be found in the current theoretical principles of public libraries, which are increasingly focusing on the user and the well-being of the local community, which reflects the proactive library program in the local environment. Archives are also increasingly considering the user aspect of operating. Cultural heritage functions as one of the tools for solving the current social situation, and museums as fundamental heritage institutions (the same can be said for libraries and archives) are largely holding the role of social catalysts that shape society and democratize it. Despite increasingly similar goals, domestic LAM institutions remain completely confined to their own separate "silos", which are already being surpassed abroad under various influences and at different levels, and this in sufficiently diverse ranges that the need for a more weighty distinction between collaborative processes has arisen in theoretical discussions. With the help of the theoretical model of the cooperative continuum, a more precise distinction between many disparate aspects of cooperation (from contact, through cooperation, coordination, collaboration to convergence) is possible, since the term »cooperation« is often used in an overly vague and inconsistent way. In this dissertation, we provided an overview of selected foreign sources and identified two main models of LAM connections, which we called the Anglo-Saxon and the European concept, and highlighted their main characteristics. The intensive merging of LAM in the manner of inter-institutional fusion in those environments abroad, where such practices have been determined at the level of cultural policies, does not necessarily have exclusively positive effects, in fact it can even lead to the curtailment of one of the professional disciplines or the impoverishment of one of the individual components of their operation. It follows from these findings that it is necessary to preserve the independent cores of individual disciplines, but in certain individual segments of their operation and organization they can consensually connect with each other or even completely unify, either in order to reduce costs, optimize personnel resources or simply offer a better service. The beneficial effects of integration can be hidden in a layer of added value that works harmoniously with existing functions, such as integrated exhibition activity, integrated digital repository and integrated service points. However, the deeper organizational layers should ideally still retain the existing collection format and institutional integrity. In the following, we gave an overview of LAM collaborations in domestic professional literature and illuminated it from several various aspects that we perceived. We highlighted the aspect of collection management, the aspect of digitization and the general aspect, we shed light on the legislation, relevant to heritage institutions, and introduced a reflection on LAM institutions in the public sphere. We introduced the organizational learning model as a theoretical framework. Within such a theoretical framework, LAMs appear as potential partners within a wider network of heritage institutions. A such they can which can exchange knowledge and experience with the help of a high absorption capacity of similar fundamental heritage knowledge, however with different specializations of each individual discipline. They also achieve this with common systemic thinking and support in dynamic competence adaptation in regards to the changes in social circumstances that have a relatively similar effect on all partners in the network. When establishing the theoretical framework, we were primarily interested in the social and organizational aspect of LAM as a public space, but not the informational aspect. Although digital technologies in many ways facilitate access to participation, they also obscure a clear overview of how LAM institutions construct and create convergences within the physical heritage environment. We followed the recommendation that it is not the technological systems that create convergences, but rather the people who converge their thinking systems and consequently organizational values. In accordance with this assumption, within the framework of various case studies of relevant LAM entities and with the help of semi-structured in-depth interviews of competent LAM experts, we explored the potential possibilities of LAM cooperation in Slovenia. When formulating the research questions, we started from the assumption that LAMs recognize the benefit or even the necessity of greater mutual cooperation, especially in the field of cultural heritage, which in Slovenia would mean going beyond the existing frameworks as set by the legislation. Starting from the fundamental research problem, we formulated two key research questions, one corresponding to the cognitive-theoretical aspect of the dissertation, and the other to the applicative one: to analyze the current state of cooperation of LAM institutions in Slovenia in the field of cultural heritage according to the theoretically defined five-phase collaborative continuum, and to determine which are potentially the most suitable possibilities or forms of cooperation of LAM in Slovenia in the field of cultural heritage. We further defined the research work with discursive questions that support the first two questions by contributing specific, partial answers. To determine what are the potential benefits and potential disadvantages of the LAM cooperation in the field of cultural heritage in relation to the specificities of the Slovenian environment, how to take advantage of the diversity of potentials when the multidisciplinary knowledge of the experts of the LAM institutions meets in cooperation in the field of cultural heritage, where the managements of the selected institutions see the development possibilities of the converged LAM and to what extent libraries, archives and museums are willing to learn from each other. A survey was carried out, in which the management of all three types of institutions from January to April 2022 where invited to take part in the form of a semi-structured in-depth interview. Theoretically, the survey was situated within a broader sociological model of the public sphere that allows for understanding change or resistance to change in libraries, archives and museums as public spaces, and more narrowly within the theory of organisational learning, especially in terms of learning between organisations in the manner of absorptive capacity and systems thinking, and equipped with a typology of levels of collaboration on the scale of a collaborative continuum. Of the 26 invited, 19 persons took part in the survey. In the second phase, we conducted a case study of each of the three institutions, the Ljubljana City Library, the Slovenian School Museum and the Ljubljana Historical Archive. The focus of the research was on the review of collaborative practices between institutions over the past fifteen years. The interviewees were mostly positive about their own institution's collaboration with the other two disciplines and highlighted the positive effects of such collaborations in the future. The survey showed that cooperation between libraries, archives and museums is relatively superficial and remains at the early stages of the cooperation continuum. Through the interviews and research, certain systemic and concrete barriers and untapped opportunities were highlighted, especially in the field of formal and informal organizational learning and proposals for systemic incentives for decision-makers. The survey represents an initial impulse into a relatively new research topic, which consequently raises a number of new questions, at least in the field of staff training, digital content and materials processing, which are not addressed in the present study. The possibility of collaboration between libraries, archives and museums is still relatively unknown in Slovenia, and there is no government policy support in the form of possible incentives for e.g. networking projects, which would enable initiatives for in-depth heritage activities at the level of shared libraries, archives and museums to obtain additional funding or offer other appropriate forms of support. With this dissertation, we want to address the identified gap between domestic (albeit still in its infancy) practice and foreign theory and practice of LAM collaborations. The cross-sectional multitude of libraries, archives and museums shows, in particular, the concept of cultural heritage as a key unifying element that forms the concept of the so-called heritage institutions. Otherwise, it is a research ambition that moves through several layers within each institution and is characterized by multidisciplinarity - not only between the three LAM entities, but also more broadly, between different sciences. In Slovenian cultural space, we do not propose the loss of independence of any of the LAM institutions, as some professional areas have even gained independence relatively recently. In the legislative and organizational framework that we have built in Slovenia, such an approach would not yield positive results. However, it makes sense to reflect on other possibilities that are still open within the aforementioned collaborative continuum, as we can conclude that the related character of LAM and the cross-sectional set of collection, preservation and transmission of cultural heritage, common to all three, has in itself led to many spontaneous connections and collaborations.

Vzgoja in izobraževanje otrok s posebnimi potrebami zahteva obsežno znanje in skupek različnih veščin, izvajalci le-te pa morajo biti odprti za sodelovanje s strokovnjaki različnih poklicev, da bi lahko zagotovili kar se da celosten in vključujoč izobraževalni proces. V zadnjih dveh desetletjih je v mednarodnem prostoru moč prepoznati potrebo po oblikovanju inkluzivnega izobraževanja za vse otroke. Raziskuje in prepoznava se pomembna vloga interprofesionalnega sodelovanja strokovnjakov različnih poklicev pri tem. Specialni in rehabilitacijski pedagogi so strokovnjaki, ki so v šolskem prostoru v Sloveniji pomembni nosilci vzgojno izobraževalnih programov za otroke s posebnimi potrebami. Sodelujejo tako s starši, učitelji, vzgojitelji kot z drugimi strokovnjaki. Mednarodne raziskave in teoretične utemeljitve izpostavljajo delovnega terapevta kot enega izmed ključnih članov v medpoklicnem sodelovanju za zagotavljanje kakovostne obravnave otrok s posebnimi potrebami v šolskem okolju. V tujini se delovni terapevti pogosto že vključujejo v šolski prostor in sodelujejo tudi s specialnimi in rehabilitacijskimi pedagogi. Pri nas za pravo interprofesionalno sodelovanje strokovnjakov omenjenih strok še ni ustrezne zakonodajne ureditve in drugih spodbud. Specialni in rehabilitacijski pedagogi in delovni terapevti se v šolskem okolju pri nas srečujejo v ustanovah, ki izvajajo prilagojene programe vzgoje in izobraževanja, zato smo v magistrskem delu želeli preveriti, na katerih področjih dela sodelujejo. Zanimalo nas je, kje si želijo več sodelovanja in na kakšen način ter kakšne spodbude potrebujejo za izboljšanje sodelovanja. Preverili smo, katere prednosti in ovire prepoznavajo v takšnem sodelovalnem odnosu. Za raziskovanje smo oblikovali dva vprašalnika, za specialne in rehabilitacijske pedagoge ter delovne terapevte, in pridobljene podatke s pomočjo vsebinske analize kvalitativno obdelali. Ugotovili smo, da udeleženci raziskave medsebojno pogosto sodelujejo in svoje sodelovanje ocenjujejo kot dobro. Največ sodelujejo na področjih izbire ustreznih prostorskih prilagoditev, spodbujanja razvoja vsakodnevnih veščin in načrtovanja individualiziranega programa. Želijo si več sodelovanja na področju uvajanja podporne tehnologije ter uporabe senzoričnih metod in pristopov dela. Prednosti takšnega sodelovanja prepoznavajo tako v dobrobiti za razvoj učenca s posebnimi potrebami kot tudi za lasten profesionalni razvoj. Kot največjo oviro prepoznavamo pomanjkanje časa za sodelovanje in preveliko obremenjenost strokovnjakov z delovnimi obveznostmi. V zaključku našega dela smo oblikovali skupne točke uspešnega sodelovanja specialnih in rehabilitacijskih pedagogov in delovnih terapevtov, ki lahko služijo kot smernice za uspešno sodelovanje in zagotavljanje celovitejšega in vključujočega izobraževalnega sistema za vse otroke. Education of children with special needs requires extensive knowledge and a diverse set of skills, therefore its practitioners must be open to cooperation with experts from various professions to offer as comprehensive and inclusive educational process as possible. In the last two decades, the need to create inclusive education for all children has been recognized internationally. The importance of interprofessional cooperation of experts from different professions is being researched and recognised. Special education teachers are experts who play a primary role in education for children with special needs in schools in Slovenia. They collaborate with parents, teachers, educators as well as other experts. International research and theoretical argumentation points towards the occupational therapist being one of the key members in the interprofessional cooperation for ensuring quality treatment of children with special needs in the school environment. Abroad, occupational therapists are often already included in the school environment and cooperate with special educators. At present, our nation lacks adequate legislative measures and other incentives for true interprofessional cooperation of experts in the aforementioned fields. In Slovenia special education teachers and occupational therapists working in the school environment meet in institutions with special education programs, which is why in this master's thesis we investigated the areas of work they cooperate in. We were interested in which field they want more cooperation and in what way, and what incentives they need to improve the cooperation. We investigated which advantages and obstacles they recognize in such a collaborative relationship. We designed two questionnaires for the research, one for special education teachers and the other for occupational therapists. We qualitatively processed the obtained data with the help of content analysis. We concluded that the research participants often cooperate with each other and rate their cooperation as good. They most often participate in the areas of choosing appropriate spatial adaptations, encouraging the development of everyday skills and individualized program planning. They want more cooperation in the field of introducing assistive technology and the use of sensory methods. They recognize the advantages of such cooperation both in terms of benefits for the development of a student with special needs, as well as for their own professional development. We observe the lack of time for cooperation and excessive workload as the biggest obstacles. At the conclusion of our work, we identified key elements of successful cooperation of special education teachers and occupational therapists, which can serve as guidelines for successful cooperation in ensuring a more comprehensive and inclusive education system for all children.

Legislation and policy makers have recognized private forest owners cooperation in machinery ring as an instrument to support wood mobilization through efficient use of machinery. The study analyzes private forest owner's cooperation in the machinery ring in Slovenia and determines whether this cooperation contributes to wood mobilization from small-scale private forests. The research was conducted in two phases. In the first phase, the survey was conducted among the members of machinery rings at their annual general meetings (24 machinery rings participated in the survey, representing 64.9% of the total number of machinery rings). The questionnaire was distributed to all members present at the annual general meetings (n=529) and only those who were private forest owner or provided services within machinery rings were eligible to complete the questionnaire (n=438). In the second phase, data on the amount of service provided by machinery ring members were compared with the amount of felling in private forests for 2019 to gain insight into the extend of forestry work (timber harvesting) carried out in a private forest under neighbourhood assistance.The results show that machinery rings members are predominantly male, on average 50 years old, mainly with high school education and occupation in agriculture, owning on average 15.2 ha of forest. Regardless of forest management activities, machinery ring members perform forest management activities in their forest by themselves or with the help of family members. Only a small proportion of members use neighbourhood assistance to carry out the work. This most often occurs in the transport of timber. A very small proportion of members provide forest services through the machinery ring, but their scope of services is not insignificant. In 2019, machinery ring members most often performed harvesting activities with the chain saw, followed by timber skidding as a service. Equipment with machinery for providing services is good among members – about three quarters of them have a chainsaw and an adapted agricultural tractor, but this machinery is quite old, showing that machinery is insufficiently used for forestry operations. The results show that machinery rings are nowadays an essential part of strategic (operational) management in Slovenian agriculture and forestry, and provide important insights into the possibilities to improve forestry operations and the future development cooperation between private forest owners in machinery rings to support wood mobilization from small-scale private forests.

Družine s številnimi izzivi doživljajo stiske na različnih področjih življenja – v medosebnih odnosih, telesnem in duševnem zdravju, na materialnem in ekonomskem področju ter v šoli. Starši in otroci iz teh družin pri spoprijemanju z naštetimi izzivi doživljajo številne strese, zato je pomembno, da imajo možnost dostopa do različnih oblik pomoči in podpore, med katere spada tudi šolska svetovalna služba. Stiske, ki jih starši in otroci doživljajo znotraj družine in v širši skupnosti, vplivajo na proces šolanja otroka, kar se lahko kaže kot učne in vedenjske težave, ki ga ovirajo pri tem, da bi bil v šoli uspešen. Strokovna kompetentnost šolskih svetovalnih delavk , njihova dostopnost, zavzetost in fleksibilnost lahko bistveno pripomorejo k soustvarjanju kakovostnih odnosov in uspešnemu sodelovanju z družinami s številnimi izzivi. V uvodu magistrskega dela predstavim različna teoretična izhodišča, ki so pomembna za razumevanje obravnavane teme: različna razumevanja družine, specifične značilnosti družin s številnimi izzivi, koncepte socialnega dela z ranljivimi družinami, temeljne značilnosti, naloge in področja delovanja šolske svetovalne službe in prispevek socialnega dela ter načela in oblike sodelovanja šolske svetovalne službe z družinami s številnimi izzivi. Poudarim, kako pomembno je, da se v procesu soustvarjanja pomoči in podpore slišijo vsi glasovi članov družine, tudi glas otroka. V empiričnem delu s pomočjo intervjujev s starši iz družin s številnimi izzivi raziščem, kakšni so razlogi za sodelovanje s šolsko svetovalno službo, kakšne izkušnje imajo s šolsko svetovalno službo, kako doživljajo odnos s svetovalnimi delavkami in kakšni so morebitni predlogi za kakovostnejše in uspešnejše sodelovanje s šolsko svetovalno službo. Na podlagi dobljenih rezultatov ugotavljam, da so starši iz družin s številnimi izzivi večinoma zadovoljni s sodelovanjem s šolsko svetovalno službo. Socialno delavko na šoli pozitivno doživljajo in imajo z njo večinoma dobre izkušnje. Ugotavljam pa tudi, da v šolski svetovalni službi ostaja še veliko prostora za izboljšave pri delu z ranljivimi družinami (npr. več vključevanja vseh družinskih članov v sodelovanje, izvedba evalvacij skupaj z družino, podpora družini v bolj strnjeni in povezani obliki). Sklepne ugotovitve moje raziskave prispevajo k večji vidnosti in slišanosti družin s številnimi izzivi ter k spodbujanju šolskih svetovalnih delavk, da delovni odnos soustvarjajo v partnerstvu z otroki in starši. Families with multiple challenges face difficulties in different areas of their daily lives. Difficult situations occur in interpersonal relationships, physical and mental health, material and economic matters, and school. Parents and children from socially vulnerable families face great stress in coping with the above challenges. Therefore, it is important that these families have access to various forms of help and support, including the school counselling service. The difficulties faced by parents and children in the family and in the community also affect the child's educational process, which can manifest itself in learning and behavioural difficulties that prevent the child from succeeding in school. The professional competence, accessibility, commitment and flexibility of school counsellors can make an important contribution to the quality of relationships and the success of the collaboration with vulnerable families. In the theoretical part, I present various theoretical contents that are important for understanding the topic of my master's thesis: the understanding of the concept of family, the characteristics that define families with multiple challenges, the concepts we use in social work when we work with these families, the basic characteristics and tasks of the school counselling service, the contribution of social work within the school counselling service when it comes to families with multiple challenges, the principles and forms of collaboration between the school counselling service and vulnerable families. I point out the importance of ensuring that all voices of family members, including the voice of children, are heard in the process of co-creating help and support. In the empirical section, I use interviews to explore the reasons why vulnerable families collaborate with the school counselling service, their experiences with the school counselling service, their experiences of the relationship with counselling professionals, and opportunities for improved quality and successful collaboration with the school counselling service. My results show that parents from families with multiple challenges are predominantly satisfied with collaboration with the school counselling service. They have a positive attitude toward the school social worker and have mostly good experiences with her. Nonetheless, there is much room for improvement in the school counselling service's work with vulnerable families (e.g., involving all family members more in collaboration, conducting evaluations together with the family, providing more condensed family support). The results of my research help make families with multiple challenges more visible and audible, and encourage the school counselling service to develop a partnership with children and parents.

Šolska svetovalna služba predstavlja organizacijsko obliko podpore in pomoči vsem udeležencem v vzgojno-izobraževalnih ustanovah, predvsem otrokom in mladostnikom, ko se znajdejo v najrazličnejših težavnih situacijah, tudi v primeru samopoškodovanja. V magistrskem delu smo preučili vlogo šolske svetovalne službe pri delu z mladostniki, ki se samopoškodujejo. V teoretičnem delu smo najprej opisali nekatere vidike obdobja mladostništva in duševnega zdravja mladostnikov. Nadalje smo opredelili samopoškodbeno vedenje, predstavili njegove funkcije, dejavnike tveganja in varovalne dejavnike ter pojavnost samopoškodovanja med mladostniki. V nadaljevanju teoretičnega dela smo samopoškodbeno vedenje umestili v šolski prostor. Opredelili smo šolsko svetovalno službo, njene dejavnosti in funkcije, osredotočili smo se tudi na pomen sodelovanja šolske svetovalne službe z zunanjimi institucijami. Nadalje smo se osredotočili na prepoznavanje samopoškodbenega vedenja, predstavili pomen prvega odziva šolskega svetovalnega delavca ter opredelili vlogo šolske svetovalne službe pri delu z mladostniki, ki se samopoškodujejo. Teoretični del smo zaključili s predstavitvijo preventivnega delovanja šolske svetovalne službe na področju samopoškodbenega vedenja. V empiričnem delu so predstavljeni rezultati kvalitativne raziskave. Rezultati so bili pridobljeni s pomočjo polstrukturiranih intervjujev, ki smo jih opravili s petimi šolskimi svetovalnimi delavkami, zaposlenimi na slovenskih srednjih šolah, z izkušnjo primera mladostnika, ki se je samopoškodoval. Raziskovalna vprašanja so se nanašala na štiri vsebinske sklope: splošno o samopoškodbenem vedenju delo z mladostniki, ki se samopoškodujejo, in sodelovanje z njihovimi starši sodelovanje šolskega svetovalnega delavca z vodstvom šole, učitelji in zunanjimi institucijami usposobljenost šolskih svetovalnih delavcev za delo z mladostniki, ki se samopoškodujejo, ter osebno doživljanje te problematike. Ugotovili smo, da imajo šolski svetovalni delavci pri prepoznavi in delu z mladostniki, ki se samopoškodujejo, zahtevno vlogo. Šolske svetovalne delavke poročajo, da za mladostnika, ki se samopoškoduje, največkrat izvedo od drugih in se na situacijo ustrezno odzovejo. Poročajo, da imajo osnovno znanje o samopoškodbenem vedenju in osvojene osnovne svetovalne spretnosti za delo z mladostniki, ki se samopoškodujejo, ter njihovimi starši. Poudarijo tudi, da ne izvajajo preventivnih dejavnosti na temo samopoškodbenega vedenja, ampak ga posredno omenijo znotraj drugih tematik. Šolske svetovalne delavke svojo vlogo pri delu z mladostniki, ki se samopoškodujejo, vidijo predvsem v svetovanju, v usmerjanju pri iskanju zunanje pomoči ter nudenju podpore. Kljub nekaterim omejitvam izvedene raziskave, izsledki pokažejo možne prakse na področju prepoznave in dela z mladostniki, ki se samopoškodujejo. Te lahko služijo kot spodbuda za evalvacijo lastne prakse šolskih svetovalnih delavcev, dodatno strokovno izobraževanje na tem področju, pa tudi nadaljnje raziskovanje problematike. The school counselling service presents the organizational form of support and assistance to all participants in educational institutions, especially children and adolescents, when they find themselves in a variety of challenging situations, including in the case of self-harm. In this master's thesis, we examined the role of the school counselling service in working with adolescents who self-harm. In the theoretical part, we first described some aspects of the period of adolescence and the mental health of adolescents. We further defined self-injurious behaviour, presented its functions, risk factors and protective factors, as well as the incidence of self-injury among adolescents. Then, we positioned self-harming behaviour in the school space. We defined the school counselling service, its activities and functions, and we also focused on the importance of the school counselling service participating with external institutions. We further focused on identifying self-harming behaviour, presented the importance of the first response by the school counsellor, and defined the role of the school counselling service in working with adolescents who self-harm. We concluded the theoretical part by presenting the preventive functioning of the school counselling service in the field of self-harming behaviour. The results of the qualitative research are presented in the empirical part. The results were obtained with the help of semi-structured interviews, which we conducted with five female school counsellors employed at geographically selected Slovenian secondary schools. The research questions related to four substantive sections: general self-injurious behaviour working with adolescents who self-harm and working with their parents cooperation of the school counsellor with the school management, teachers and external institutions the qualifications of school counsellors to work with adolescents who self-harm and their personal experience of this problem. We have found that school counsellors have a challenging role in recognizing and working with adolescents who self-harm. School counsellors report that they most often learn from others about a self-harming adolescent and respond appropriately to the situation. They report that they have a basic knowledge of self-harming behaviour and have acquired basic counselling skills to work with adolescents who self-harm and their parents. They also emphasize that they do not carry out preventive activities on the topic of self-harming behaviour, but mention it indirectly within other topics. School counsellors see their role in working with young people who self-harm primarily as counselling, guidance in seeking external help, and offering support. Despite some limitations of the conducted research, the findings show possible practices in the field of recognition and work with adolescents who self-harm. These can serve as an incentive for evaluating the school counsellors’ practice, additional professional training in this area, and further research into the issue.

Uvod: Potek bolezni COVID-19 je lahko asimptomatski, razvije se lahko v težjo obliko bolezni ali se konča s smrtjo. Pri težji obliki so pacienti hospitalizirani na intenzivnem oddelku zaradi akutne respiratorne odpovedi. Delovni terapevti so vključeni v različnih fazah rehabilitacije prebolelih po COVIDU-19. Z delovnoterapevtskimi intervencijami pripomorejo k samostojnosti uporabnikov v dnevnih aktivnostih ter pri vključevanju v širše okolje. Namen: Namen diplomskega dela je poglobljen prikaz delovnoterapevtske obravnave uporabnika po COVIDU-19, ki je bil vključen v rehabilitacijo na Univerzitetnem rehabilitacijskem inštitutu Republike Slovenije Soča. Metode: Diplomsko delo je bilo izvedeno kot študija primera uporabnika, vključenega v rehabilitacijo, in kasneje v domačem okolju. Ob sprejemu uporabnice na rehabilitacijo je bil izveden polstrukturiran intervju Kanadska metoda za ocenjevanje izvajanja okupacije in uporabljena je bila Lestvica funkcijske neodvisnosti. Na podlagi pridobljenih podatkov je bilo izvedeno še Ocenjevanje motoričnih in procesnih spretnosti in Lestvica doseganja ciljev. Po zaključeni rehabilitaciji je bilo v domačem okolju v roku enega meseca izvedenih 5 intervencij. Rezultati: Pri uporabnici se je izboljšalo dojemanje izvedbe in zadovoljstva z izbranimi okupacijami tako v rehabilitacijskem kot domačem okolju. Uporabnica je ob sprejemu pri izvedbi dnevnih aktivnostih potrebovala zmerno do maksimalno pomoč. Ob odpustu je bila v dnevnih aktivnostih omejeno neodvisna, za izvedbo je potrebovala dlje časa ali pripomoček. V domačem okolju potrebuje pomoč pri dnevnih aktivnosti zaradi blage do zmerne neučinkovitosti in neorganiziranosti v prostoru in času ter blage do vprašljive nespretnosti/nerodnosti, fizičnega napora in utrujenosti. Vključenost v okupacije in širše okolje podpira prilagojeno okolje, pripomočki za mobilnost, prilagajanje okupacije, pomoč patronažne sestre in socialna podpora brata, sosedov in prijateljev. Razprava in zaključek: Delovni terapevti z uporabo pristopov, strategij za dosego cilja in intervencij vplivajo na večjo vključenost uporabnika v okupacije. Na podlagi izidov obravnave smo potrdili, da je bila delovnoterapevtska obravnava ustrezno in učinkovito vodena po četrti izdaji Okvira prakse delovne terapije. Introduction: The course of COVID-19 might be asymptomatic, it can evolve into severe type or might even be deadly. Patients with a severe type of COVID-19 might require admission to the intensive care unit due to acute respiratory failure. Occupational therapists participate in different stages of their rehabilitation. Occupational therapy interventions help them gain independance in the activities of daily living and participation in their community. Purpose: The purpose of the diploma work is to present an in-depth process of occupational therapy of one client after COVID-19, who was included in the rehabilitation program at the University Rehabilitation Institute Soča, Republic of Slovenia. Methods: The diploma work was implemented as an in-depth case study of the rehabilitation of one client after COVID-19 in the hospital and home environment. On the client’s admission to the hospital, we conducted the Canadian Occupational Performance Measure and Functional Independence Measure. Based on the given results we additionally performed the Assessment of Motor and Process Skills and The Goal Attainment Scale. The client was followed-up with five home visits within one month after discharge. Results: The perception of the patient's performance and satisfaction with chosen occupations improved both in the hospital and home environments. In the home environment the patient needs help with activities of daily living due to the mild to moderate inefficiency, disorganization, and due to the questionable to mild clumsiness and increased physical effort or fatigue. This affects the patient’s participation in the community. Additionally, the use of walking aid and a maladjusted environment represent potential difficulties. The factors which positively influence her participation in occupations and the community are the adapted environment, the use of walking aid, the help of the visiting nurse, and social help from her brother, neighbors, and friends. Discussion and conclusion: Applying different approaches, strategies and interventions, occupational therapists have an important effect on the client's participation in the occupations. From the results we can conclude that occupational therapy interventions based on the fourth edition of occupational therapy practice framework were suitable and efficient.

Slovenska vojska in Policija sta ključni organizaciji znotraj nacionalnovarnostnega sistema Republike Slovenije. Pri pridobivanju kadrov se obe organizaciji soočata s številnimi izzivi, ki se, glede na aktualno stanje v družbi, odražajo v obči spremembi vrednot in posledično spremenjenem trgu dela. Slovenska vojska in Policija s svojo togo strukturo s težavo naslavljata te spremembe, kar pomembno vpliva na proces pridobivanje kadra. Z izzivi se obe organizaciji spopadata tudi na trgu dela, saj konkurirata za kader z drugimi organizacijami. Kljub temu da sta obe organizaciji del nacionalnovarnostnega sistema, sta si hkrati konkurenčni pri pridobivanju novih kadrov. Idejni predlogi o možnosti sodelovanja na področju pridobivanja kadra med obema organizacijama so bili javnosti predstavljeni že v preteklosti. Na podlagi strokovne literature, normativno-pravnih aktov in strokovnih intervjujev ugotavljam, da imata Slovenska vojska in Policija več stičnih točk pri pogojih za vstop v organizacijo, ki predstavljajo dobro izhodišče za sodelovanje. Prav te stične točke so razlog za lasten model sodelovanja med obema organizacijama pri pridobivanju kadra. Model kadrovskega sodelovanja temelji na ideji pretoka kadra iz Slovenske vojske v Policijo po nekaj letih služenja. Organizaciji bi s takšno sistemsko ureditvijo postali učinkovitejši tako v postopku pridobivanja kot tudi pri nadaljnjem zadrževanju in upravljanju kadrov. The Slovenian Armed Forces and the Police are the key organisations in the National Security System of the Republic of Slovenia. Both organisations face many challenges in the recruitment process which, given the current situation in society, are reflected in a general change in values, and consequently, the changed labour market. The Slovenian Armed Forces and the Police, both having a rigid structure, address the above-mentioned changes with difficulty, which impacts their recruitment process. Both organisations also cope with challenges in the labour market, as they compete for human resources with other organisations. Although they are both part of the National Security System, they compete against each other for new staff. Some conceptual proposals how the two organisations could cooperate in the recruitment process have already been presented to the public. Based on the specialist literature, normative legal acts and expert interviews, I have established that the Slovenian Armed Forces and the Police share several common themes in their conditions for entry in the organisation, which make good starting points for their cooperation. The two organisations could establish their own cooperation model for recruitment purposes based on these common themes. The recruitment cooperation model stems from the idea of a flow of staff from the Slovenian Armed Forces into the Police after a few years of service. Such a systemic solution would render both organisations more effective in the recruitment process, as well as enabling future retention and management of human resources.

V diplomski nalogi se osredotočam na obvladovanje epidemije covida-19 znotraj socialnovarstvene institucije Center za usposabljanje, delo in varstvo Črna, ki je bil prvi zavod v Sloveniji, ki se je srečal z intenzivnimi okužbami, in skupnosti v Črni na Koroškem, ki je bila razglašena kot ogroženo območje s strani ministra za zdravje. Obvladovanje in preprečevanje okužb s covidom-19 je v institucijah, kot je CUDV, bistveno težje, saj gre za uporabnike s težko, težjo in zmerno motnjo v duševnem in telesnem razvoju. Diplomska naloga zajema ukrepanja, ključne aktivnosti in delo Štaba Civilne zaščite Občine Črna na Koroškem, medsebojno sodelovanje med občino, štabom in CUDV ter kako se je lokalno okolje obveščalo in ozaveščalo o ukrepih za zajezitev širjenja okužb. V empiričnem delu raziskave so opisana teoretska izhodišča in pregled problematike ter zastavljena raziskovalna vprašanja, in sicer: je bilo ukrepanje CUDV Črna na Koroškem, ki je že 6. 3. 2020, se pravi pred razglasitvijo epidemije, zaprl center in preprečil zunanje stike z uporabniki, ustrezno so se priporočila za preprečevanje in zajezitev okužb glede vzpostavitve rdeče, sive in bele cone v CUDV Črna izkazala kot uspešna oz. učinkovita v boju proti covidu-19 kako je nenadna preselitev/preselitev čez noč vplivala na počutje uporabnikov kako so se uporabniki in zaposleni spopadali s stiskami v času popolnega zaprtja CUDV kako so bili uporabniki CUDV Črna, ki so osebe z motnjami v duševnem razvoju, informirani o tem, kaj je covid-19, in o tem, kako preprečevati širjenje okužb v centru sta Štab Civilne zaščite in Občina Črna na Koroškem bila dovolj vključena v preprečevanje širjenja okužb v CUDV in na območju celotne občine je država kot ustanoviteljica CUDV Črna s svojim ukrepanjem dovolj hitro poskrbela za ustrezno zaščitno opremo za zaposlene in uporabnike centra ter jim nudila ustrezno strokovno pomoč je Občinska uprava Občine Črna na Koroškem skupaj s Štabom Civilne zaščite ustrezno obveščala in ozaveščala o preprečevanju širjenja virusa covid-19 je Občinska uprava Občine Črna na Koroškem skupaj s Štabom Civilne zaščite in CUDV glede na izkušnje in pridobljeno znanje pripravljena na morebitni ponovni epidemični val. Raziskava v diplomskem delu je kvantitativna podatki so bili zbrani z metodo anketiranja, instrument je bil spletni anketni vprašalnik, izdelan s pomočjo spletnega portala 1KA. V raziskavi je sodelovalo 222 oseb: 167 občanov občine Črna na Koroškem in 55 zaposlenih v CUDV. My diploma thesis focuses primarily on the control of the Covid-19 virus within the social protection institution of the Center for Training, Work, and Protection of Črna, which was the first institution in Slovenia to meet with intensive infections, and the community in Črna na Koroškem, which has been declared an endangered area by the Minister of Health. Control and prevention of Covid-19 infections are far more difficult to treat in institutions such as CUDV because they include individuals with severe, and moderate mental and physical problems. The diploma thesis discusses the actions, major activities, and operations of the Civil Protection Headquarters in the municipality of Črna na Koroškem, mutual collaboration between the municipality, Civil Protection Headquarters, and CUDV, and how the local environment was educated about infection-control measures. There are theoretical beginning points and overview of the issue in the empirical section of my study, and research problems that interest me are as follows: was the action of CUDV Črna na Koroškem, which closed the Center on 6 March 2020, ie before the declaration of the epidemic, and prevented external contacts with users, appropriate recommendations for prevention and containment have been obtained regarding the establishment of a red, gray and white zone in CUDV Črna proved to be successful or effective in combating Covid-19 how sudden relocation / overnight relocation affected users' well-being how users and employees coped with distress during the complete closure of CUDV how users of CUDV Črna, who are people with intellectual disabilities, were informed about what Covid-19 is and how to prevent the spread of disease in the Center were the Civil Protection Headquarters in the municipality of Črna na Koroškem involved in preventing the spread of CUDV in the entire municipality has the state, as the founder of CUDV Črna, with its actions, quickly provided adequate protective equipment for the employees and users of the Center and provided them with appropriate professional assistance is the municipal administration of the municipality of Črna na Koroškem together with the Civil Protection Headquarters and CUDV according to the experience in the municipality, acquired knowledge, qualified for a possible re-epidemic wave. The research in the diploma is quantitative, the data was collected using the survey method, and the instrument was an online survey questionnaire, created with the help of the web portal 1KA. 222 people participated in the research - 167 citizens of the municipality of Črna na Koroškem and 55 employees of CUDV.

V teoretičnem uvodu sem opredelila nasilja nad otroki v družini, naštela in opisala vrste ter oblike nasilja nad otroki v družini. Predstavila sem posledice nasilja, poteke prepoznavanja in ukrepanja v primerih nasilja nad otrokom. Poleg tega sem predstavila tudi vlogo strokovnih delavcev osnovne šole in vlogo centrov za socialno delo ter ovire in se na koncu posvetila še oviram šole in svetovalnih delavcev pri odkrivanju, prepoznavanju in reagiranju na izpostavljenost otroka nasilju v družini. V nadaljevanju sledi metodološki del, kjer sem zapisala svojo kvalitativno analizo. Z šestimi opravljenimi intervjuji in njihovo analizo, sem želela izvedeti potek poročanja o nasilju znotraj šole in na Center za socialno delo, kje se informacija ustavi in zakaj. Ob tem pa si postavljam tudi druga raziskovalna vprašanja. Ugotovila sem, da na šoli nasilje v družini pogosto prepoznajo učitelji, ali pa otrok sam spregovori o nasilju. Od razkrijta naprej poteka postopek po Pravilniku o obravnavi nasilja v družini za vzgojno-izobraževalne zavode, vendar se pojavlja problem, saj šola sume nasilja preverja, poskuša reševati sama in na pogovore, pred prijavo, vabi starše. Sicer pa v večini nasilje nad otrokom v družini obveščajo in prijavljajo na Center za socialno delo, s katerim imajo v večini dobro sodelovanje. Se pa v šoli soočajo z raznimi ovirami in izzivi, ki jih potrjujejo tudi na Centru za socialno delo. Na podlagi ugotovitev raziskave na koncu zapišem tudi predloge, ki so povezani s prepoznavanjem nasilja v družini in postopki prijave. In the theoretical introduction, I defined domestic violence, and listed and described the types and forms of violence against children in the family. I presented the consequences of violence and the processes of recognizing and acting in cases of violence against children. In addition, I presented the role of primary school professionals and the role of centres for social work and barriers. Finally, I focused on the berries of schools and counsellors in detecting, recognizing and responding to child exposure to domestic violence. The following is the methodological part, where I wrote down my qualitative analysis. With six interviews conducted and their analysis, I wanted to find out the course of reporting on violence within the school and to the Centre for Social Work, where the information stops and why. I also raised other research sub questions connected to this. I found that at school, domestic violence is often recognized by teachers, or the child himself tells them about the violence at home. From there, the procedure, is carried out according to the Rules of working with family violence in educational institutions. But there is a problem, as the school checks the suspicion of violence, tries to solve it and invites parents to the interviews before the report. Otherwise, most of the violence against children in the family, is reported to the Centre for Social Work, with which, most of the time, have good cooperation. However, they face various obstacles and challenges at school, which they also agree with at the Centre for Social Work. Based on the findings of the research, in the end, I also write down the proposals related to the recognition of domestic violence and reporting procedures.

In the paper I comment on some of Claudina Orunesu’s claims in her article “Conventionality control and international judicial supremacy”. Orunesu offers a critical analysis of how the Inter-American Court of Human Rights justifies and develops its conventionality control principle. She draws on the Argentine Supreme Court judgment in the Fontevecchia case to support her claim that the I/A Court should combine the requirement of an internal conventionality control with the European doctrine of the national margin of appreciation. Taking on board the Fontevecchia holding, I engage in a critical review of her proposal by arguing that a reasonable margin of appreciation doctrine would lead to questioning the reasoning of the Argentine Supreme Court in this case. Instead of assuming an adversarial rationale that put the focus on democratic concerns, I suggest approaching the Inter-American institutional framework in cooperative and systemic terms. Once we follow a cooperative logic, deference to national authorities is generally justified when domestic institutions are better situated than an international court for decision-making on human rights. However, the strength of the better situated argument is conditioned on the state’s reliability as a cooperative actor in the Inter-American system. And this reliability is in turn conditioned on the state’s demonstrating its capacity to meet its cooperative duties within the framework of the Convention. In the paper I focus on three such cooperative responsibilities: the duty of impartiality, the duty to adopt a culture of justification, and the duty to embrace a conventional perspective. Kontrola konvencionalnosti in zadeva Fontevecchia: ali je polje proste presoje zdravilo za vse? Avtorica komentira nekatere trditve, ki jih je Claudina Orunesu postavila v članku “Nadzor konvencionalnosti in mednarodna sodna prevlada”. Orunesu kritično analizira, kako Medameriško sodišče za človekove pravice utemeljuje in razvija svoje načelo kontrole konvencionalnosti. V podporo svoji trditvi, da bi moralo Medameriško sodišče za človekove pravice združiti zahtevo po notranji kontroli konvencionalnosti z evropsko doktrino nacionalnega polja proste presoje, se opira na sodbo Vrhovnega sodišča Argentine v zadevi Fontevecchia. Ob strinjanju z odločitvijo v zadevi Fontevecchia se avtorica loti kritičnega pregleda predloga Claudine Orunesu, ob čemer trdi, da bi razumna doktrina polja proste presoje porodila dvom v obrazložitev argentinskega vrhovnega sodišča v tej zadevi. Namesto predpostavke kontradiktorne utemeljitve, ki se osredinja na demokratične pomisleke, tako predlaga, da se k medameriškemu institucionalnemu okviru približamo v smislu sodelovanja in sistema. Ko sledimo logiki sodelovanja, je preložitev na nacionalne organe na splošno upravičeno, če so domače institucije za človekove pravice ustreznejše za odločanje kot mednarodno sodišče. Vendar pa je moč argumenta o boljšem položaju pogojena z zanesljivostjo države kot sodelujočega akterja v medameriškem sistemu. In ta zanesljivost je posledično pogojena s tem, da država dokaže, da je sposobna izpolnjevati svoje dolžnosti sodelovanja v okviru konvencije. Avtorica se osredinja na tri take odgovornosti sodelovanja: dolžnost nepristranskosti, dolžnost sprejeti kulturo upravičevanja in dolžnost sprejeti konvencijski vidik.

Evidence-based decision-making is promoted as offering efficiency and effectiveness however, its uptake has faced barriers such as underdeveloped supporting culture, limited access to evidence, and evidence that is not fully relevant. Smart city conceptualizations offer economic and environmental sustainability and better quality of life through evidence-based policy decision-making. We wondered whether smart city theory and practice has advanced the knowledge of evidence-based decision-making. We searched major databases for literature containing a mention of smart cities, decision-making, and policy. We identified relevant literature from a range of disciplines and supplemented these by following backwards and forwards citations. Evidence-based decision-making was found mostly in literature regarding the theory and practice of smart city operations, and, to lesser extents, the articles regarding policy decisions and tactical decisions. Better decision-making which supported the achievement of city sustainability objectives was reported in some articles however, we found significant obstacles to the further achievement of city objectives in the areas of underachievement in collaborative decision-making, privileging of big data evidence, and artificial intelligence agents as decision-makers. We assembled a definition of smart city decision-making and developed an agenda of research which will support city governments, theorists, and practitioners in better achieving sustainability through improved decision-making.

We researched the COVID-19 pandemic as a give-some social dilemma. The success of solving the dilemma depends on an adequate proportion of cooperative actors. We were interested in the difference between how religious and non-religious Slovenian citizens reported their level of cooperation with government measures aimed at limiting the spread of the virus during the pandemic. Our research shows that during the first wave of the epidemic in Slovenia, religious citizens were slightly more cooperative than non-religious citizens. However, this statistically significant difference was not the consequence of religiosity per se. Regression analysis suggests that the observable difference was due to factors such as age, gender, concern about health, and trust in the ruling government. We explain the effect of these factors in light of the existing corpus of knowledge about social dilemmas.

Magistrsko delo sestavljata teoretični in raziskovalni del. V teoretičnem delu skozi okvir veljavne zakonodaje in s pomočjo pomembnejših avtorjev obravnavam šolsko svetovalno službo in vlogo učiteljev v osnovni šoli ter s pomočjo virov opišem medsebojno sodelovanje učiteljev in šolske svetovalne službe. Ob koncu pregleda literature navajam tudi smernice, ki so jih za svoje delo dobili učitelji in šolski svetovalni delavci v času šolanja na daljavo. V raziskovalnem delu raziskujem sodelovanje učiteljev s šolsko svetovalno službo v osnovnih šolah ter povzemam ugotovitve kvantitativne raziskave, v katero je bilo vključenih 222 osnovnošolskih učiteljev. Z raziskavo sem želela ugotoviti, kako se razlikuje sodelovanje med učitelji in šolsko svetovalno službo na navedenih področjih v času šolanja v šolah in času šolanja na daljavo, ki je pomenilo spremenjene pogoje dela. V obeh obravnavanih šolskih letih so se učenci osnovnih šol skupno na daljavo šolali najmanj pet mesecev in pol. Zanimalo me je, glede katerega področja dela šolske svetovalne službe učitelji najpogosteje sodelujejo s šolsko svetovalno službo (ŠSS), katere oblike sodelovanja s ŠSS se najpogosteje poslužujejo, kako pogosto sodelujejo s ŠSS, kako ocenjujejo zadovoljstvo glede sodelovanja s ŠSS ter na koga se ob doživljanju stisk, povezanih z delom, najpogosteje obrnejo. Ugotoviti sem želela tudi, ali na zadovoljstvo učiteljev glede sodelovanja s ŠSS vpliva število zaposlenih svetovalnih delavk v ŠSS in stopnja, na kateri učitelj poučuje. Raziskava je pokazala, da učitelji v času šolanja v živo najpogosteje sodelujejo s šolsko svetovalno službo na področju šolske kulture, vzgoje, klime in reda, v času šolanja na daljavo pa na področju učenja in poučevanja, ter da se učitelji v času šolanja v živo najpogosteje poslužujejo osebnega obiska pri svetovalnem delavcu, v času šolanja na daljavo pa telefonskih pogovorov. Ugotovitve glede pogostosti sodelovanja so, da učitelji v času običajnega šolanja sodelujejo s šolsko svetovalno službo bolj pogosto kot v času šolanja na daljavo, pogostost sodelovanja pa je pri obeh veliko manjša od pričakovane. Zadovoljstvo s sodelovanjem s šolsko svetovalno službo so učitelji ocenili bolje v času običajnega šolanja kot v času šolanja na daljavo. Ob doživljanju stisk, povezanih z delom, se učitelji v času običajnega šolanja najpogosteje obrnejo na sodelavko/sodelavca, v času šolanja na daljavo pa prav tako. Ne moremo trditi, da (v času šolanja v živo ali na daljavo) obstajajo statistično pomembne razlike v zadovoljstvu učiteljev glede sodelovanja s ŠSS glede na število zaposlenih v ŠSS oz. glede na stopnjo, na kateri učitelj poučuje. Kot povezavo ugotovitev teoretičnega in raziskovalnega dela ob koncu magistrskega dela navajam tudi sklepe in nekatere predloge. This master’s thesis is partly theoretical and partly practical in nature. In the theoretical part, I discuss the role school counsellors, teachers and the intersection of both of their responsibilities play in the school environment, and how they cooperate through the lens of actual policies, laws and important authors from this field of study. Towards the end of the overview of literature I have added general guidelines, which were given to schools for the duration of distance learning during the Coronavirus pandemic. In the practical part of the thesis, I studied the cooperation of teachers with school counsellors in Slovenian elementary schools. This includes the findings of my quantitative research, which are appropriately summarized and comprise 222 elementary school teachers. The focus of my research was aimed at discerning the differences in cooperation between elementary school teachers and school counsellors during the time of »normal«, classroom learning, and during the distance learning period, when working conditions changed dramatically. During both school years I have taken into account, the time students spent distance learning totalled a minimum of five and a half months. I was additionally interested in pertaining to which field of work of the school counselling service the teachers most commonly cooperate with school counsellors, which forms of cooperation with the school counselling service teachers most commonly partake in, how frequently teachers cooperate with the school counselling service, how teachers rate their experience working with the school counselling service, and lastly, to whom do teachers usually turn to in relation to distress brought about by their working environment and working conditions. My aim was also to find out, whether there is a correlation between teachers’ satisfaction and number of school counsellors and between satisfaction of the teachers from different stages of teaching. Research has shown that teachers most commonly turn to the school counselling service during times of classroom learning concerning issues such as school culture, the child’s upbringing, the school environment and order, but that during periods of distance learning teachers mostly turned to the school counselling service concerning issues about teaching and learning. Incidentally, during times of classroom learning, most teachers decided to go and see a school counsellor in person, while during periods of distance learning they sought the counsellor’s help mostly via a telephone call. Findings concerning the frequency with which teachers decided to turn to school counsellors for help show, that teachers decided to cooperate more frequently with the school counselling service during times of classroom learning than during times of distance learning, but that the frequency of cooperation in both situations was much lower than initially expected. Most teachers were more content with their experience of cooperating with the school counselling service during times of classroom learning, as opposed to periods of distance learning. Both during times of classroom and distance learning teachers usually decided to turn to their colleague, when they were experiencing some sort of distress, brought about by their work. We cannot claim that there are statistically significant differences in teachers’ satisfaction regarding the number of school counsellors and different stages of teaching. In order to try and bridge the gap between the theoretical and practical findings (of quantitative research) of my master’s thesis I have included at the end some general outlines and suggestions pertaining to the topic and field of my master’s thesis.

Legislation and policy makers have recognized private forest owners cooperation in machinery ring as an instrument to support wood mobilization through efficient use of machinery. The study analyzes private forest owner’s cooperation in the machinery ring in Slovenia and determines whether this cooperation contributes to wood mobilization from small-scale private forests. The research was conducted in two phases. In the first phase, the survey was conducted among the members of machinery rings at their annual general meetings (24 machinery rings participated in the survey, representing 64.9% of the total number of machinery rings). The questionnaire was distributed to all members present at the annual general meetings (n=529) and only those who were private forest owner or provided services within machinery rings were eligible to complete the questionnaire (n=438). In the second phase, data on the amount of service provided by machinery ring members were compared with the amount of felling in private forests for 2019 to gain insight into the extend of forestry work (timber harvesting) carried out in a private forest under neighbourhood assistance.The results show that machinery rings members are predominantly male, on average 50 years old, mainly with high school education and occupation in agriculture, owning on average 15.2 ha of forest. Regardless of forest management activities, machinery ring members perform forest management activities in their forest by themselves or with the help of family members. Only a small proportion of members use neighbourhood assistance to carry out the work. This most often occurs in the transport of timber. A very small proportion of members provide forest services through the machinery ring, but their scope of services is not insignificant. In 2019, machinery ring members most often performed harvesting activities with the chain saw, followed by timber skidding as a service. Equipment with machinery for providing services is good among members – about three quarters of them have a chainsaw and an adapted agricultural tractor, but this machinery is quite old, showing that machinery is insufficiently used for forestry operations. The results show that machinery rings are nowadays an essential part of strategic (operational) management in Slovenian agriculture and forestry, and provide important insights into the possibilities to improve forestry operations and the future development cooperation between private forest owners in machinery rings to support wood mobilization from small-scale private forests.